Integrating Islamic Values into the 9E Learning Cycle: Effects on Students’ Self-Confidence in Science Education
Keywords:
9E Learning Cycle, Islamic Values Integration, Science Education, Self-Confidence, Student-Centered Learning.
Abstract
This study investigates the effects of integrating Islamic values into the 9E Learning Cycle model on students’ self-confidence in science education. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed, involving two intact classes of secondary school students selected through cluster random sampling, where the experimental group received instruction using the Islamic-integrated 9E Learning Cycle and the control group was taught using conventional methods. Data were collected using a validated self-confidence questionnaire, observation sheets, and supporting documentation, and were analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group demonstrated a significantly higher improvement in self-confidence compared to the control group, with a moderate N-gain and statistically significant differences (p <0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the instructional model and students’ self-confidence, with the model contributing meaningfully to variance in learning outcomes. These findings suggest that the integration of Islamic values within a structured constructivist framework effectively enhances students’ confidence by promoting active participation, reflective thinking, and meaningful engagement in science learning. In conclusion, the study confirms that a value-integrated inquiry-based model can simultaneously support affective development alongside cognitive processes in science education. The implications of this study highlight the importance of designing instructional approaches that integrate cultural and religious values with student-centered learning models to foster holistic educational outcomes, particularly in contexts where character development and academic achievement are equally prioritized.
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References
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Anchunda, H. Y., & Kaewurai, W. (2025). An instructional model development based on inquiry-based and problem-based approaches to enhance prospective teachers’ teamwork and collaborative problem-solving competence. Social Sciences & Humanities Open, 11, 101480. https://doi.org/10.1016/j.ssaho.2025.101480
Artino Jr., A. R. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76–85. https://doi.org/10.1007/S40037-012-0012-5
Birhan, W., Shiferaw, G., Amsalu, A., Tamiru, M., & Tiruye, H. (2021). Exploring the context of teaching character education to children in preprimary and primary schools. Social Sciences & Humanities Open, 4(1), 100171. https://doi.org/10.1016/j.ssaho.2021.100171
Chowdhury, S., & Alzarrad, A. (2025). Advancing Community-Based Education: Strategies, Challenges, and Future Directions for Scaling Impact in Higher Education. Trends in Higher Education, 4(2), 21. https://doi.org/10.3390/higheredu4020021
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Duyag, Z. A. C., Dula, J. P., & Baluyos, G. R. (2025). Enhancing Grade 10 Learners’ Engagement in English Through the Use of The Circular Response Learning Strategy. International Journal of Research and Innovation in Social Science, IX(IX), 5262–5276. https://doi.org/10.47772/IJRISS.2025.909000425
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Eskiyurt, R., & Özkan, B. (2024). Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design. Heliyon, 10(17), e37198. https://doi.org/10.1016/j.heliyon.2024.e37198
Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The Role of Personal Values in Learning Approaches and Student Achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
Goldberg, H. (2022). Growing Brains, Nurturing Minds—Neuroscience as an Educational Tool to Support Students’ Development as Life-Long Learners. Brain Sciences, 12(12), 1622. https://doi.org/10.3390/brainsci12121622
Huang, C.-H., Hsieh, C.-Y., Chen, Y.-L., & Wedekind, H. (2025). Integrating a Drama-Based Framework with Science Education to Enhance Pre-Service Teachers’ Engagement and Self-Efficacy: A Cluster-Based Study. Sage Open, 15(4). https://doi.org/10.1177/21582440251384891
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Kassaye, M. T., Damtie, D., Melesse, S., & Yemata, G. (2025). Effect of using science process skills-integrated inquiry-based approach on grade nine students’ cell biology academic achievement. Discover Education, 4(1), 343. https://doi.org/10.1007/s44217-025-00699-w
Kuo, Y.-K., Batool, S., Devi, S., Tahir, T., & Yu, J. (2024). Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis. Heliyon, 10(1), e23263. https://doi.org/10.1016/j.heliyon.2023.e23263
Lähteenkorva, M., Tynjälä, P., & Kallio, E. K. (2025). From knowledge to wisdom in sustainable management education - Insights from a B Corp course. The International Journal of Management Education, 23(2), 101148. https://doi.org/10.1016/j.ijme.2025.101148
Lo, Y.-C., Lu, C., Chang, Y.-P., & Wu, S.-F. (2024). Examining the influence of organizational commitment on service quality through the lens of job involvement as a mediator and emotional labor and organizational climate as moderators. Heliyon, 10(2), e24130. https://doi.org/10.1016/j.heliyon.2024.e24130
Ma, Y., & Wei, C. (2022). The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.939661
Mahfud, M., & Sofiatus Zahriyah. (2025). Internalizing Islamic Values in Students: The Role of Character Education in Building Morals and Ethics. MA’ALIM: Jurnal Pendidikan Islam, 6(1), 93–105. https://doi.org/10.21154/maalim.v6i1.10150
Malureanu, A., Panisoara, G., & Lazar, I. (2021). The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic. Sustainability, 13(12), 6633. https://doi.org/10.3390/su13126633
Martin-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agundez, M. (2024). Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences. Education Sciences, 14(11), 1179. https://doi.org/10.3390/educsci14111179
Morris, D. L. (2025). Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction. Education Sciences, 15(1), 73. https://doi.org/10.3390/educsci15010073
Muchtarom, M. (2023). Character Education Management In The Development of Student Morality. The International Journal of Education Management and Sociology, 2(5), 222–230. https://doi.org/10.58818/ijems.v2i5.69
Ningsih, T. Z., Aman, A., Nasrulloh, A., Ofianto, O., Erniwati, E., Asri, Z., Judijanto, L., & Firza, F. (2025). Enhancing communication and collaboration skills through discovery, cooperative and problem-based learning models in Social Studies education. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2500110
Novalia, R., Marini, A., Bintoro, T., & Muawanah, U. (2025). Project-based learning: For higher education students’ learning independence. Social Sciences & Humanities Open, 11, 101530. https://doi.org/10.1016/j.ssaho.2025.101530
Ordóñez-Carabaño, Á., Rodríguez-Ventosa Herrera, E., Muñoz-San Roque, I., & Horgan, D. (2025). Intercultural values at school and children’s sense of belonging: IMMERSE project results. International Journal of Educational Research, 134, 102846. https://doi.org/10.1016/j.ijer.2025.102846
Pan, H., Liu, X., Wang, G., & Gao, W. (Eds.). (2025). Vocational Education, Skill Formation, and Social Development. MDPI. https://doi.org/10.3390/books978-3-7258-4778-5
Parveen, A., Ganie, A. N., Bashir, F., & Zimik, P. (2025). Factors influencing self-confidence among adolescents and children across the globe: a systematic review. Discover Education, 4(1), 579. https://doi.org/10.1007/s44217-025-00545-z
Perkins, N. A., & Bains, R. (2025). From Uncertainty to Competence: A Longitudinal Study of Confidence Development in Occupational Therapy Education. Occupational Therapy International, 2025(1). https://doi.org/10.1155/oti/1797008
Riffert, F., Hagenauer, G., Kriegseisen, J., & Strahl, A. (2021). On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions, Academic Self-Concept, Engagement, and Achievement. Research in Science Education, 51(6), 1481–1499. https://doi.org/10.1007/s11165-020-09918-w
Sadam Fajar Shodiq. (2023). New Innovation of “Pancasila and Rahmatan lil Alamin Student Profiles” in Indonesia: Why Does Islamic Education Need It? Fikri : Jurnal Kajian Agama, Sosial Dan Budaya, 8(1), 54–68. https://doi.org/10.25217/jf.v8i1.3181
Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 34(1), 1–38. https://doi.org/10.1007/s10648-021-09626-5
Steć, M., & Kulik, M. M. (2021). The Psycho-Didactic Approach in Religious and Moral Education. Towards Personal Growth and Positive Mental Health of Students. Religions, 12(6), 424. https://doi.org/10.3390/rel12060424
Tambak, S., Hamzah, H., Sukenti, D., & Sabdin, M. (2021). Internalization of Islamic Values in Developing Students’ Actual Morals. JPI (Jurnal Pendidikan Indonesia), 10(4). https://doi.org/10.23887/jpi-undiksha.v10i4.30328
Tang, K. (2025). Teacher conceptions of climate change and their role in climate change education: insights from Indonesian upper-secondary teachers. Discover Sustainability, 6(1), 486. https://doi.org/10.1007/s43621-025-01334-2
Tian, X., & Tang, Y. (2025). The Long-Term Impact of Moral Education on College Students’ Psychological Well-Being: A Longitudinal Study Revealing Multidimensional Synergistic Mechanisms. Behavioral Sciences, 15(2), 217. https://doi.org/10.3390/bs15020217
Toni Efriyandika, Resna Hegi Putra, Yuni Pantiwati, Iin Hindun, & Abdulkadir Rahardjanto. (2025). The Influence of Learning Cycle 9E Viewed from Computational Thinking Theory to Scientific Literacy Skills, Critical Thinking Skills, and Creativity. SAKAGURU: Journal of Pedagogy and Creative Teacher, 2(2), 128–145. https://doi.org/10.70211/sakaguru.v2i2.279
Xu, F., Wang, L., & Xu, J. (2025). The impact of teachers’ motivating style and student-teacher relationships on adolescents’ class participation: The indirect role of learning motivation. Acta Psychologica, 257, 105105. https://doi.org/10.1016/j.actpsy.2025.105105
Zamiri, M., & Esmaeili, A. (2024). Strategies, Methods, and Supports for Developing Skills within Learning Communities: A Systematic Review of the Literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Zidny, R., Sjöström, J., & Eilks, I. (2020). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science & Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x
Zviel-Girshin, R., & Rosenberg, N. (2025). Enhancing Early STEM Engagement: The Impact of Inquiry-Based Robotics Projects on First-Grade Students’ Problem-Solving Self-Efficacy and Collaborative Attitudes. Education Sciences, 15(10), 1404. https://doi.org/10.3390/educsci15101404
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.713057
Anchunda, H. Y., & Kaewurai, W. (2025). An instructional model development based on inquiry-based and problem-based approaches to enhance prospective teachers’ teamwork and collaborative problem-solving competence. Social Sciences & Humanities Open, 11, 101480. https://doi.org/10.1016/j.ssaho.2025.101480
Artino Jr., A. R. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76–85. https://doi.org/10.1007/S40037-012-0012-5
Birhan, W., Shiferaw, G., Amsalu, A., Tamiru, M., & Tiruye, H. (2021). Exploring the context of teaching character education to children in preprimary and primary schools. Social Sciences & Humanities Open, 4(1), 100171. https://doi.org/10.1016/j.ssaho.2021.100171
Chowdhury, S., & Alzarrad, A. (2025). Advancing Community-Based Education: Strategies, Challenges, and Future Directions for Scaling Impact in Higher Education. Trends in Higher Education, 4(2), 21. https://doi.org/10.3390/higheredu4020021
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Duyag, Z. A. C., Dula, J. P., & Baluyos, G. R. (2025). Enhancing Grade 10 Learners’ Engagement in English Through the Use of The Circular Response Learning Strategy. International Journal of Research and Innovation in Social Science, IX(IX), 5262–5276. https://doi.org/10.47772/IJRISS.2025.909000425
Dwivedi, Y. K., Ismagilova, E., Hughes, D. L., Carlson, J., Filieri, R., Jacobson, J., Jain, V., Karjaluoto, H., Kefi, H., Krishen, A. S., Kumar, V., Rahman, M. M., Raman, R., Rauschnabel, P. A., Rowley, J., Salo, J., Tran, G. A., & Wang, Y. (2021). Setting the future of digital and social media marketing research: Perspectives and research propositions. International Journal of Information Management, 59, 102168. https://doi.org/10.1016/j.ijinfomgt.2020.102168
Emiru, E. K., & Gedifew, M. T. (2024). The effect of teacher self-efficacy on learning engagement of secondary school students. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2308432
Eskiyurt, R., & Özkan, B. (2024). Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design. Heliyon, 10(17), e37198. https://doi.org/10.1016/j.heliyon.2024.e37198
Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The Role of Personal Values in Learning Approaches and Student Achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
Goldberg, H. (2022). Growing Brains, Nurturing Minds—Neuroscience as an Educational Tool to Support Students’ Development as Life-Long Learners. Brain Sciences, 12(12), 1622. https://doi.org/10.3390/brainsci12121622
Huang, C.-H., Hsieh, C.-Y., Chen, Y.-L., & Wedekind, H. (2025). Integrating a Drama-Based Framework with Science Education to Enhance Pre-Service Teachers’ Engagement and Self-Efficacy: A Cluster-Based Study. Sage Open, 15(4). https://doi.org/10.1177/21582440251384891
Jian, M., Jin, D., & Wu, X. (2023). Research hotspots and development trends of international learning cycle model:Bibliometric analysis based on CiteSpace. Heliyon, 9(11), e22076. https://doi.org/10.1016/j.heliyon.2023.e22076
Kassaye, M. T., Damtie, D., Melesse, S., & Yemata, G. (2025). Effect of using science process skills-integrated inquiry-based approach on grade nine students’ cell biology academic achievement. Discover Education, 4(1), 343. https://doi.org/10.1007/s44217-025-00699-w
Kuo, Y.-K., Batool, S., Devi, S., Tahir, T., & Yu, J. (2024). Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis. Heliyon, 10(1), e23263. https://doi.org/10.1016/j.heliyon.2023.e23263
Lähteenkorva, M., Tynjälä, P., & Kallio, E. K. (2025). From knowledge to wisdom in sustainable management education - Insights from a B Corp course. The International Journal of Management Education, 23(2), 101148. https://doi.org/10.1016/j.ijme.2025.101148
Lo, Y.-C., Lu, C., Chang, Y.-P., & Wu, S.-F. (2024). Examining the influence of organizational commitment on service quality through the lens of job involvement as a mediator and emotional labor and organizational climate as moderators. Heliyon, 10(2), e24130. https://doi.org/10.1016/j.heliyon.2024.e24130
Ma, Y., & Wei, C. (2022). The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.939661
Mahfud, M., & Sofiatus Zahriyah. (2025). Internalizing Islamic Values in Students: The Role of Character Education in Building Morals and Ethics. MA’ALIM: Jurnal Pendidikan Islam, 6(1), 93–105. https://doi.org/10.21154/maalim.v6i1.10150
Malureanu, A., Panisoara, G., & Lazar, I. (2021). The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic. Sustainability, 13(12), 6633. https://doi.org/10.3390/su13126633
Martin-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agundez, M. (2024). Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences. Education Sciences, 14(11), 1179. https://doi.org/10.3390/educsci14111179
Morris, D. L. (2025). Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction. Education Sciences, 15(1), 73. https://doi.org/10.3390/educsci15010073
Muchtarom, M. (2023). Character Education Management In The Development of Student Morality. The International Journal of Education Management and Sociology, 2(5), 222–230. https://doi.org/10.58818/ijems.v2i5.69
Ningsih, T. Z., Aman, A., Nasrulloh, A., Ofianto, O., Erniwati, E., Asri, Z., Judijanto, L., & Firza, F. (2025). Enhancing communication and collaboration skills through discovery, cooperative and problem-based learning models in Social Studies education. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2500110
Novalia, R., Marini, A., Bintoro, T., & Muawanah, U. (2025). Project-based learning: For higher education students’ learning independence. Social Sciences & Humanities Open, 11, 101530. https://doi.org/10.1016/j.ssaho.2025.101530
Ordóñez-Carabaño, Á., Rodríguez-Ventosa Herrera, E., Muñoz-San Roque, I., & Horgan, D. (2025). Intercultural values at school and children’s sense of belonging: IMMERSE project results. International Journal of Educational Research, 134, 102846. https://doi.org/10.1016/j.ijer.2025.102846
Pan, H., Liu, X., Wang, G., & Gao, W. (Eds.). (2025). Vocational Education, Skill Formation, and Social Development. MDPI. https://doi.org/10.3390/books978-3-7258-4778-5
Parveen, A., Ganie, A. N., Bashir, F., & Zimik, P. (2025). Factors influencing self-confidence among adolescents and children across the globe: a systematic review. Discover Education, 4(1), 579. https://doi.org/10.1007/s44217-025-00545-z
Perkins, N. A., & Bains, R. (2025). From Uncertainty to Competence: A Longitudinal Study of Confidence Development in Occupational Therapy Education. Occupational Therapy International, 2025(1). https://doi.org/10.1155/oti/1797008
Riffert, F., Hagenauer, G., Kriegseisen, J., & Strahl, A. (2021). On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions, Academic Self-Concept, Engagement, and Achievement. Research in Science Education, 51(6), 1481–1499. https://doi.org/10.1007/s11165-020-09918-w
Sadam Fajar Shodiq. (2023). New Innovation of “Pancasila and Rahmatan lil Alamin Student Profiles” in Indonesia: Why Does Islamic Education Need It? Fikri : Jurnal Kajian Agama, Sosial Dan Budaya, 8(1), 54–68. https://doi.org/10.25217/jf.v8i1.3181
Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 34(1), 1–38. https://doi.org/10.1007/s10648-021-09626-5
Steć, M., & Kulik, M. M. (2021). The Psycho-Didactic Approach in Religious and Moral Education. Towards Personal Growth and Positive Mental Health of Students. Religions, 12(6), 424. https://doi.org/10.3390/rel12060424
Tambak, S., Hamzah, H., Sukenti, D., & Sabdin, M. (2021). Internalization of Islamic Values in Developing Students’ Actual Morals. JPI (Jurnal Pendidikan Indonesia), 10(4). https://doi.org/10.23887/jpi-undiksha.v10i4.30328
Tang, K. (2025). Teacher conceptions of climate change and their role in climate change education: insights from Indonesian upper-secondary teachers. Discover Sustainability, 6(1), 486. https://doi.org/10.1007/s43621-025-01334-2
Tian, X., & Tang, Y. (2025). The Long-Term Impact of Moral Education on College Students’ Psychological Well-Being: A Longitudinal Study Revealing Multidimensional Synergistic Mechanisms. Behavioral Sciences, 15(2), 217. https://doi.org/10.3390/bs15020217
Toni Efriyandika, Resna Hegi Putra, Yuni Pantiwati, Iin Hindun, & Abdulkadir Rahardjanto. (2025). The Influence of Learning Cycle 9E Viewed from Computational Thinking Theory to Scientific Literacy Skills, Critical Thinking Skills, and Creativity. SAKAGURU: Journal of Pedagogy and Creative Teacher, 2(2), 128–145. https://doi.org/10.70211/sakaguru.v2i2.279
Xu, F., Wang, L., & Xu, J. (2025). The impact of teachers’ motivating style and student-teacher relationships on adolescents’ class participation: The indirect role of learning motivation. Acta Psychologica, 257, 105105. https://doi.org/10.1016/j.actpsy.2025.105105
Zamiri, M., & Esmaeili, A. (2024). Strategies, Methods, and Supports for Developing Skills within Learning Communities: A Systematic Review of the Literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Zidny, R., Sjöström, J., & Eilks, I. (2020). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science & Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x
Zviel-Girshin, R., & Rosenberg, N. (2025). Enhancing Early STEM Engagement: The Impact of Inquiry-Based Robotics Projects on First-Grade Students’ Problem-Solving Self-Efficacy and Collaborative Attitudes. Education Sciences, 15(10), 1404. https://doi.org/10.3390/educsci15101404
Published
2025-01-12
How to Cite
Putri, B. S., & Oktafiani, R. (2025). Integrating Islamic Values into the 9E Learning Cycle: Effects on Students’ Self-Confidence in Science Education. ISEJ : Indonesian Science Education Journal, 6(1), 37-44. https://doi.org/10.62159/isej.v6i1.2067
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